WHS Management Assessment Workbook - Compliant Learning Resources

Assessment Workbook
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Copyright
This document was developed by Compliant Learning Resources.
© 2019 Compliant Learning Resources.
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of Compliant Learning Resources.
Version Control & Document History
Date Summary of Modifications Version
30 September 2019 Version 1.0 released for publishing 1.0
19 January 2021 Updated Assessment Method information 1.1
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Table of Contents
Table of Contents 3
Instructions 5
Competency-Based Assessments 6
Assessing Nationally-Recognised Training 7
Dimensions of Competency 9
Reasonable Adjustment 9
The Unit of Competency 10
The Context for Assessment 10
Assessment Method 11
Resources Required for Assessment 11
Assessment Workbook Cover Sheet 14
Knowledge Assessment 15
Practical Assessment 23
Candidate Instructions 23
Project Assessment 24
Project Overview 24
Selecting Your Assessment Pathway 27
Part 1 – WHSMS Planning 30
1.1 WHS Duty Holders 30
1.2 WHSMS Planning 45
Part 2 – WHSMS Implementation 84
2.1 Implementation of WHSMS Activities 84
2.2 Communication of WHSMS Roles and Responsibilities 91
2.3 Safety Meeting 100
Part 3 – WHSMS Monitoring and Evaluation 107
3.1 WHSMS Monitoring 107
3.2 WHSMS Evaluation Meeting 118
3.3 Updating the WHSMS Plan 128
3.4 Communication of the Updated WHSMS Plan 134
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Assessment Workbook Checklist 137
Record of Assessment (Assessor’s Use Only) 140
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Instructions
The questions in this workbook are divided into two categories: Knowledge Assessment
and Practical Assessment
The questions under Knowledge Assessments are all in a short answer format. The longer
questions requiring creative and analytical thought processes are covered in the Practical
Assessment, which is made up of a Project Assessment.
You must answer all questions using your own words.However, you may reference your
Learner Guide and other relevant resources and learning materials to complete this
assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you
should be able to answer these questions based on the processes that are currently in
place in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.
Accessing the Intranet Pages and External Links
Throughout this workbook,you will be referredto access intranet pages (simulated
businesses) and/or external webpages. Links to these intranet pages and external
webpages are formatted in Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac
users while clicking on these links.
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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support the
judgement on whether competency has been achieved. Skills and knowledge (developed
either in a structured learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather than compared with
the skills and knowledge of other candidates.
The features of a competency-based assessment system are:
 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.
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Assessing Nationally-Recognised Training
Developing and conducting assessment, in an Australian vocational education and training
context, is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
 Assessment must be mutually developed and agreed upon between assessor
and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.
4. Assessment must be fair
 Assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
take into account the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
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Rules of Evidence
When collecting evidence, there are certain rules that apply to that evidence. All evidence
must be valid, sufficient, authentic and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. It is imperative that enough
evidence is gathered to satisfy the requirements that the candidate is competent in
all aspects of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
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